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Assessment in a Case-Based Capstone Course: An Alternative to the Common Case Kathleen A. Krentler

Assessment in a Case-Based Capstone Course: An Alternative to the Common Case Kathleen A. Krentler. Using the college capstone as the “home” for assessment. PROS. CONS. Faculty resistance – “why do you always pick on us?” Time Issues Incentive Issues Academic Freedom Issues

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Assessment in a Case-Based Capstone Course: An Alternative to the Common Case Kathleen A. Krentler

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  1. Assessment in a Case-Based Capstone Course: An Alternative to the Common CaseKathleen A. Krentler

  2. Using the college capstone as the “home” for assessment PROS CONS Faculty resistance – “why do you always pick on us?” Time Issues Incentive Issues Academic Freedom Issues Learning vs. Forgetting • Encouraged by AACSB • Provides single place where most/all students can be reached • Allows access to students near the end of their program

  3. Capstone Course Options • Simulations • E.G. Capsim • Projects • E.G. Prepare a business plan • Cases

  4. The Need for a Common Case Resistance to a Common Case Faculty Agreement Timing Case Replacement • Sufficient Sample Size • Multiple, Small Sections

  5. An Alternative: A Reflective Final • Students across sections are given a common final exam (single meeting time) that allows them to choose for themselves the case or cases that they will discuss . . . • Questions require students to demonstrate mastery of relevant student learning outcomes

  6. Examples • SLO related to Ethical Reasoning: Apply ethical decision-making rules to cases drawn from various business sub-disciplines. • Exam Question: Use a case you analyzed during this course to describe the ethical dimensions (actual or potential) associated with the choices the company made. Suggest varying resolutions to the dilemma and explain your rationale and what guided the varying resolutions. • SLO related to Global Perspective: Explain and apply a global perspective in making business decisions. • Exam Question: Assume that one of the companies you analyzed is seeking to go global (enter a new market). Describe the challenges that a company may face as it expands. What are the root causes for these challenges? What recommendations would you offer to deal with these challenges?

  7. Examples • SLO related to Critical Thinking: Find appropriate models and frameworks to analyze information and follow logical steps to reach an effective decision. • Exam Question: Choose one of the cases you analyzed this semester and discuss the model or framework you used to analyze information and reach a decision. Justify your choice of the model used. Would your final decision have differed with a different model? Explain your reasoning. • OR: • Exam Question: Compare and contrast two cases you analyzed this semester in terms of models or frameworks that were appropriate for analyzing information to reach a decision. Why was it or wasn’t appropriate to use the same model in each case?

  8. Recommendation: • Distribute list of possible questions to students prior to the exam • Questions can cover all SLOs, even those not being assessed • Exam preparation using the list will be a learning experience in itself

  9. Benefits of the Approach Costs of the Approach Faculty grading time for essay final Logistics of a single exam time for all sections Finding a room Finding help Alerting the students • Faculty flexibility in case choice • Faculty flexibility in pedagogy (e.g. groups vs. individuals) • Reuse of Questions • Multiple assessment opportunities with single assignment

  10. Conclusion • An alternative to the common case approach that overcomes the traditional approach’s challenges while still offering the benefits that the common case approach has long provided.

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